Making Britain the Best Place to Grow Up and Grow Old

Wera Hobhouse Excerpts

Monday 16th May 2022 Commons Chamber

[The Secretary of State for Health and Social Care (Sajid Javid)]

It is an honour to close this debate on the Loyal Address. In this platinum jubilee year, let me extend my thanks to Her Majesty the Queen for her years of dedicated service.

I also thank all right hon. and hon. Members who have taken part, but, I have to say, I am disappointed in the shadow Health Secretary, the hon. Member for Ilford North (Wes Streeting). He has taken this once again as an opportunity to talk down Britain, as he so often does, and has chosen to use this debate as a naked leadership pitch for his own party. He talked about leadership bids in his speech because he has no ideas at all about how to improve the society for British people. He knows that both of us had to fight to get our foot in the door. He knows that our chances to succeed come from this country’s world-class public services, yet he stands there and has the audacity to attack my right hon. Friend the Secretary of State for Education, who came to this country as an 11-year-old immigrant and rose to the position that he has today—by the way, he could rise to that position only in the Conservative party.

I speak with feeling about this country. For my family, coming to Britain was a choice, too. They came here for freedom, security, opportunity and prosperity. They came here because they believed that Britain was the best place in the world in which to grow up and grow old. They were right then and they are right today. Public services have been a lifeline for me and my family—the teachers who made my career possible, the police officers who kept me and my family safe, and the NHS that cared for my father in his dying days. This Queen’s Speech backs our public services. It invests in them and it reforms them to secure the future of Britain. Unlike the shadow Secretary of State, I have always been an optimist about Britain’s future.

[Wera Hobhouse (Bath) (LD)]

Twenty-hour ambulance waiting time—is that world beating?

[Sajid Javid]

Of course it is not. I will come on to that in a moment. The hon. Lady knows full well why the NHS is facing its most challenging time in history.

Being the best place in which to grow up and grow old relies on keeping people safe, including from disease. We rose to the challenges of the pandemic. Brexit gave us the mindset to license and deploy a vaccine against covid-19 quicker than any other country. The phenomenal NHS got jabs into every part of the UK, and it is the wisdom of the British people that has meant that we have one of the highest vaccination rates anywhere in the world. We created a juggernaut of a testing and surveillance system. We bought more antivirals per head than any other country in Europe, and we got it right on omicron, with the most successful booster programme in Europe. As a result of all that, we were the first country in Europe to remove all restrictions. Had we listened to the Labour party, we would have been shackled to the EU on vaccines, and our schools would have been shuttered for even longer, contrary to what the hon. Member for Houghton and Sunderland South (Bridget Phillipson) said. Instead, because this Government got the big calls right, we are leading the world when it comes to living with covid.

From clinics to classrooms, the pandemic showed the wealth of our skills. The skills mission is a job for the whole of Government. In his opening speech, my right hon. Friend the Secretary of State for Education outlined our ambitions for the new Schools Bill to deliver a stronger schools system that works for every child, as talked about today by my hon. Friend the Member for Ruislip, Northwood and Pinner (David Simmonds) when he spoke about academy trusts, and by my hon. Friend the Member for Truro and Falmouth (Cherilyn Mackrory) when she talked about the importance of early years.

We are also delivering a Higher Education (Freedom of Speech) Bill, which will reverse the chilling effect of no platforming in our world-class institutions, while our higher education reform Bill promises to bring about a fairer and more sustainable future. I listened carefully when my hon. Friend the Member for North West Leicestershire (Andrew Bridgen) talked passionately about putting our children and our young people first.

A skills-rich economy is about more than just the elite institutions. I am the product of Filton Technical College. It ignited my desire to go to university and helped me get to where I am today. This is a Government who treat further education colleges with the seriousness that they deserve. When I was Chancellor I was proud to put an additional £400 million into further education in this country. This is a great country in which to grow up and grow old, and a great country in which to stay skilled, as my right hon. Friend the Member for Bexleyheath and Crayford (Sir David Evennett) said earlier in the debate.

On healthcare, this Government passionately believe in the NHS and its founding principles, in a world-class healthcare system that is free at the point of access for everyone. Funding from the levy, which the Labour party voted against, on top of the historic long-term NHS settlement that was announced in 2018, means that the NHS resource budget in England will increase to £162.6 billion by 2024-25. That is the highest budget that the NHS has ever had, and it includes an additional £8 billion over the next three years to tackle those covid backlogs. In a fast-changing world, with an ageing population, we need to embrace new ways of thinking. A number of my hon. Friends referred to the investment that we are making, including my hon. Friend the Member for Bosworth (Dr Evans). I also listened carefully, when my hon. Friend the Member for North West Norfolk (James Wild) was talking about NHS investment. He made a powerful case for it.

We have set out our plans to tackle the covid-19 backlogs, we have legislated for a new Health and Care Act, and we have published an integration White Paper. We have an upcoming digital and data strategy, and we are setting out a new 10-year cancer plan. I cannot see him in the Chamber now, but the hon. Member for Westmorland and Lonsdale (Tim Farron) talked about the importance of cancer care. We are also setting out a new 10-year plan to improve mental health.

A number of Members rightly spoke of the importance of mental health, including my hon. Friend the Member for Aylesbury (Rob Butler), who speaks with passion on this subject, especially when it comes to the mental health of children. We will soon publish a health disparities White Paper, which I hope will be welcomed by the right hon. Member for Kingston upon Hull North (Dame Diana Johnson), who rightly spoke of the importance of levelling up, and we will also soon publish the outcome of the Messenger review of health and social care leadership. We are bringing the Mental Health Act 1983 into the 21st century—the Queen’s Speech referred to draft legislation for that purpose—ensuring that those experiencing a mental health crisis are treated as people, not patients.

As I have said, a number of Members spoke passionately about mental health—notably the hon. Member for Birmingham, Erdington (Mrs Hamilton), whom I welcome to her place in the Chamber. I agreed with one thing that the hon. Member for Ilford North said earlier: all Members, on both sides of the House, miss her predecessor, Jack Dromey, very much, but I know that had he listened to the hon. Lady’s speech he would have been very proud of what she said. She spoke with passion and pride about her community, and I know that she served for many years—for over two decades—In the NHS. When she speaks about mental health, she speaks with experience, and I know that she will have much of value to say in the House in the years ahead.

Many other colleagues made important contributions about the NHS. My hon. Friend the Member for Sleaford and North Hykeham (Dr Johnson) talked about the investment in community diagnostic centres. The hon. Member for Bradford South (Judith Cummins) and my hon. Friend the Member for North Devon (Selaine Saxby) talked about the importance of dentistry and the need to maintain investment.

At the heart of our strategy for the NHS are prevention, personalisation, performance and people. Prevention means focusing much more on the biggest killers: tobacco, obesity and alcohol. My hon. Friend the Member for Stoke-on-Trent Central (Jo Gideon) spoke of the importance of continuing to tackle obesity. Personalisation means making use, where we can, of community services, something that I know my hon. Friend the Member for Devizes (Danny Kruger) would welcome; and when it comes to people, there are more doctors and nurses working in the NHS today than ever before. We are on track to deliver 50,000 more nurses by the end of this Parliament, and we have a record number of medical students in England. The fact is that the Opposition have no plans for the NHS. They voted against our plan to secure resources for the NHS, and they have no idea how to meet the challenges of the future.

We are also transforming the provision of adult social care. We are investing an additional £5.4 billion over the next three years; we are introducing a more generous means-testing system by more than quadrupling the upper savings threshold to £100,000; we are protecting more people from the lottery of catastrophic care costs; and we are putting half a billion pounds behind our social care workforce. I hope the hon. Member for St Helens South and Whiston (Ms Rimmer) will welcome that. She talked about adult social care, and I hope that she and others will recognise that this is record investment. These changes matter, because whether we are growing old or a working-age adult, social care is there for all of us. My hon. Friend the Member for High Peak (Robert Largan) talked about that as well.

Higher Education Reform

Wera Hobhouse Excerpts

Thursday 24th February 2022 Commons Chamber

[Nadhim Zahawi]

My hon. Friend is absolutely right. The work that MK:U is doing is exactly the sort of innovation that we need, in the same way that NMITE—the New Model Institute for Technology and Engineering—and others are doing as well. This is part of a long-term strategy. We began with the apprenticeship standards and reforms to ensure that businesses were embedded in the co-creation of our skills landscape. Skills are part of FE and HE, integrated together to deliver great careers and great outcomes for young people and the economy.

[Wera Hobhouse (Bath) (LD)]

Today’s announcement could severely undermine the creative courses in higher education. The Government’s figures on this are always skewed, because they do not reflect graduates who become self-employed. We know that 47% of those who go into the creative industries are self-employed. What will the Secretary of State do to protect the creative courses that lead to high-value jobs in the creative industries? If he is in listening mode, will he listen to the vice-chancellor of Bath Spa University, who has been raising her concerns about this for a long time?

[Nadhim Zahawi]

As part of our £900 million investment, we will look at how we continue to support our brilliant creative industries, but it is not the only way to support them through our higher education reforms. I visited Pinewood Shepperton studios a few weeks ago, which is about to deliver 3.5 million square feet of studio and creative space to be used for many decades to come, and it has already been taken by the likes of Netflix, Amazon and Disney. They have been recruiting kickstarters and apprentices, and they are doing a brilliant job. I recommend that the hon. Lady visits to see the incredible enthusiasm of businesses and education institutions for working together.

Skills and Post-16 Education Bill [Lords]

Wera Hobhouse Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

[Rachel Hopkins]

My hon. Friend makes an important point with which I thoroughly agree.

Our creative sector is a key export to the world and is part of our global influence. Why should young people in Luton not have the ability to train in these areas? They will not necessarily be able to follow a T-level in this subject area, so I totally agree with my hon. Friend.

I hope the Minister will accept Opposition amendment 15 to prevent the defunding of many successful and much-needed level 3 BTECs.

[Wera Hobhouse (Bath) (LD)]

Further education should be about creating a workforce that meets the needs of our national and local economies. It should be about lifelong learning that gives everyone the power to follow the path that best suits them. It should especially be at the front and centre of our covid recovery and, last but not least, it should help us with the transition to net zero.

There was plenty of room to improve this Bill when it was introduced, and there still is. I regret that, so far, the Government seem to be missing this opportunity, but it is never too late. I favour new clause 4, which would require the Secretary of State to introduce a green skills strategy for higher, further and technical education. There is a key opportunity for further education in our effort to reach net zero, but less than 1% of college students are on a course with broad coverage of climate education. I commend the work of the excellent Bath College, which is already making strides to embed climate education in its curriculum, but the Government should step up, too.

We all know how important it is to manage the transition to net zero, which brings me to new clauses 14 and 15 and amendment 11 tabled by the hon. Member for Brighton, Pavilion (Caroline Lucas). The offshore training regime is a barrier to offshore oil and gas workers transitioning their skills into the renewables sector. A new offshore training scheme is needed to facilitate cross-sector recognition of core skills and training in the offshore energy sector and to provide a retraining guarantee for oil and gas workers who wish to transition to careers in the green energy sector. What a missed opportunity it would be if we did not help people working in such industries, which will soon no longer be in place, to transition to a career in industries such as the renewables sector.

The Government say this Bill will transform opportunities for all, so why have they reversed changes that could significantly improve the accessibility and flexibility of qualifications—we have heard some powerful contributions on this—especially those aimed at learners with special educational needs and disabilities? Over a quarter of all 16 to 18-year-olds in further education have a learning difficulty or a disability, and I pay tribute to Project SEARCH, a partnership run by Bath and North East Somerset Council, Bath College and Virgin Care.

Nationally, too, many disabled people face huge difficulties in accessing employment after leaving school. Our disability employment gap stands at 30%.I therefore add my support to amendment 16, which would require local skills improvement plans to list specific strategies to help into employment those learners who have or have had an education, health and care plan. Again, this seems to be another missed opportunity to help those in society who face the biggest disadvantages to access employment, which is what they want. Whenever we talk to disability groups, what they want is employment; helping these groups into employment should be at the core of this Bill.

Although I will support the Bill on Third Reading, I am disappointed that the opportunity to transform further education has been so entirely missed.

[Alex Burghart]

With the leave of the House, I will speak to some of the amendments that have been discussed this evening. It has been a real pleasure to have been involved with this Bill on Second Reading, in Committee and on Report this evening. I feel the strength of feeling across the House for the skills agenda. This is an extraordinarily exciting time for skills, as my right hon. Friend the Member for Harlow (Robert Halfon) made clear. Never in my lifetime has there been such a hunger for skills in the economy, and that is a hunger that this Government will feed, because we are building a system in which qualifications, co-designed with employers, will give students the skills the economy needs. We will see good opportunities, allowing everyone to take a step forward in their life and career, and qualifications, backed by employers, that feed the needs of the economy.

In the time I have, I want to get through as many of the amendments as I can. First, I will address new clause 1, which stands in the name of my right hon. Friend the Member for Harlow, the Chair of the Education Committee. I pay tribute to his fight for the cause of apprenticeships for prisoners; I am delighted that my right hon. Friend the Deputy Prime Minister and Lord Chancellor made an announcement to this effect on 11 January, and I am happy to put on record that my right hon. Friend the Member for Harlow was instrumental in driving this forward. We do not need to accept this new clause because we have seen that this can be done in secondary legislation, and that changes to primary legislation are not needed.

I turn to new clause 2, also tabled my right hon. Friend, and to new clause 7, tabled by my right hon. Friend the Member for Kingswood (Chris Skidmore), who did sterling work when he was on the Front Bench. Those provisions both seek to place a level 3 entitlement on a statutory footing. The Government are delighted by the enthusiasm of Members on both sides of the House and in both Chambers for our free courses for jobs offer and the lifetime skills guarantee that the Prime Minister announced last April. As the House will know, it gives adults who do not have a level 3 qualification the opportunity to get a qualification in high-value subjects for free, regardless of age. That major step forward will transform life chances. We do not think it is right to put this offer into legislation; that would constrain the Government in how they allocate resources and make it more difficult to adapt the policy to changing circumstances, including for adults most in need. For example, only last November, the Secretary of State announced that from this April, the offer will expand to include any adult in England who is unemployed or earns below the national living wage annually, regardless of their prior qualification level.

New clause 2 also includes a provision requiring any employer who receives apprenticeship funding to spend at least two thirds of that funding on people who begin apprenticeships at level 2 and 3 before the age of 25. We fully respect what the new clause is trying to do, but we point to the great progress we are already making on this score. In the first quarter of last year—the most recent one for which we have figures—62% of apprenticeship starts were for people under the age of 25, and level 2 and 3 apprenticeships accounted for 71% of all starts. That is wonderful stuff. Also, during the recent National Apprenticeship Week, I met a huge number of young and not-so-young people studying level 6 apprenticeships, which are making an enormous difference to their life, giving them huge opportunities in a way that is a greatly respected by employers. I do not wish to see arbitrary levels fixed in legislation.

Amendment 12, tabled by the hon. Member for Chesterfield (Mr Perkins), seeks to require a review of the operation of the apprenticeship levy, particularly at level 3 and below. We discussed this issue at some length in Committee. I reiterate that the Government have already radically reformed apprenticeships to put employers at their heart, increasing investment and improving quality. As I just said, we are starting to see major improvements at levels 2 and 3.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 6th December 2021 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

5. What steps he is taking to support the professional development of disabled school leavers.

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

All children and young people with special educational needs and disabilities should be prepared for adulthood at every age and stage of their education. We committed in the national disability strategy to supporting pathways to employment for disabled learners, including strengthening the supported internship programme and ensuring that traineeships and apprenticeships are accessible.

[Wera Hobhouse]

Bath and North East Somerset Council, together with Bath College and Virgin Care, run a partnership called Project SEARCH to help young people with physical and learning disabilities to develop the skills that they need when they want to access the employment market. I pay tribute to that project, but far too many disabled people nationally face huge difficulties in accessing employment after leaving school and the support that they get at school. Will the Minister support a successor programme to Kickstart that is particularly tailored to disabled young people? Will he make recommendations and work together with colleagues in the Department for Work and Pensions?

[Will Quince]

Our ambition is for every child and young person, no matter what challenges they face, to have access to a world-class education that sets them up for life. We know that with the right preparation and support, the overwhelming majority of young people with SEND are capable of sustained paid employment. So what are we doing? We have a £1.2 million grant to the Education and Training Foundation, a supported internship programme, our work with our DWP counterparts and the adjustments passport pilots. It is all about preparation for adulthood and work.

Skills and Post-16 Education Bill [Lords]

Wera Hobhouse Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Nadhim Zahawi]

I am grateful to the hon. Gentleman, whose opinion I value highly. He and I have worked on education for a number of years on a cross-party basis. The important thing to remember is that the Sainsbury review was clear that for T-levels to succeed, where there is duplication and lower quality, we need to remove lower quality; that does not mean getting rid of high-quality BTECs. I will say a little more tonight that I hope will reassure the House on how we are doing that without kicking the ladder of opportunity away from anyone who deserves that opportunity. I hope I will be able to allay some of his fears.

Going back to the reform of our system, we are extending the powers of the Institute for Apprenticeships and Technical Education to approve a broader range of technical educational qualifications. The institute will ensure that the independent voice of employers is embedded throughout the process, while working in harmony with Ofqual to ensure quality.

I want to be perfectly clear: the Bill focuses on the approval and regulation of technical qualifications, rather than the funding of technical or academic qualifications. However, when it comes to both academic and technical qualifications, what we are looking for the most is quality. There is no point in a student taking a low-quality level 3 qualification that does not equip them with skills for a job or help them to progress into higher education. That is even more important when it comes to disadvantaged students.

We have more than 12,000 qualifications at level 3 and below. By comparison, the Netherlands, Germany and Switzerland, all widely regarded as having high-performing technical education systems, have around 500 or fewer. Our qualifications review is vital to ensuring that what is on the market is the best it can be. I am clear that T-levels and A-levels should be front and centre of the level 3 landscape, but I am convinced that we need other qualifications alongside them, many of which exist now and play a valuable role in supporting good outcomes for students. It is quite likely that many BTECs and similar applied general-style qualifications will continue to play an important role in 16-to-19 education for the foreseeable future.

Our reforms to the qualifications landscape are rightly ambitious, but we know that we would be wrong to push too hard and risk compromising quality. That is why I am announcing today that we have decided to allow an extra year before our reform timetable is implemented. The extra year will allow us to continue to work hard to support the growth of T-levels and give more notice to providers, awarding organisations, employers, students and parents, so that they can prepare for the changes.

I am a firm believer in T-levels. As I have said before, I want them to become as famous as A-levels, and I want to ensure that we get them right. As many young people as possible should have the advantage of studying for and successfully completing a T-level. We hear consistently that some students are put off taking a T-level because they are worried that they will fail if they do not reach level 2 in English and maths. We want to change that and bring T-levels in line with other qualifications, including A-levels. We are absolutely clear that English and maths should remain central to T-level programmes, but we do not want to unnecessarily inhibit talented students from accessing T-levels simply because of the additional hurdle that reaching level 2 in English and maths represents. That is why I can also announce today that we will remove the English and maths exit requirements from T-levels. That will bring them in line with other qualifications, including A-levels, and ensure that talented young people with more diverse strengths are not arbitrarily shut out from rewarding careers in sectors such as construction, catering and healthcare. The institute is taking immediate steps towards that.

[Wera Hobhouse (Bath) (LD)]

Fewer than 1% of college students are on a course with coverage of climate change. Unless we embed climate change and the environment into our post-16 education, the Government’s plans to get to net zero will simply not be possible. Bath College is offering some of those courses and doing something about it. Will the Secretary of State commit the Government to putting its weight behind courses that embed climate change into the curriculum?

[Madam Deputy Speaker (Dame Rosie Winterton)]

We must have very short interventions at this stage, because we have a lot of people who want to contribute to the debate.

--- Later in debate ---

[Wera Hobhouse (Bath) (LD)]

This Bill is an opportunity for us to give further education the attention that it deserves, but if we are to realise the full potential of further education, we must make up for years of cuts under successive Conservative Governments. It is the worst-funded sector in our cash-strapped education system, particularly for adult learners. We have already had many debates on this subject. Jayne Davis, the new principal of the excellent Bath College, told me that further education in this country was at a “tipping point”. The sector does not need catch-up funding; it needs a long-term funding strategy.

Further education must be at the front and centre of our covid recovery, creating a workforce that has the skills we need to fill the gaps in our national and local economies. I need no excuse to talk once more about the fantastic efforts of Bath College, Bath Spa University, Bath and North East Somerset Council, and the Institute of Coding. Together, they were quick off the mark in response to covid, to get the I-START project up and running. The project enables our workforce to upskill through blended, flexible modules. Those who have spoken today about a flexible education system should look no further than Bath for an example of what can be achieved through collaboration between our local authorities and all parts of our education sector.

A key opportunity for further education is to be at the forefront of our efforts to reach net zero. Currently, fewer than 1% of college students are on a course with broad coverage of climate education. Unless we embed climate and environment in our post-16 education curriculum, the Government’s plans for net zero will simply not be possible.

Bath College is doing that already, and now the Government must step up as well. This Bill should be helping students—their voice must not be lost along the way—but the Government’s proposals to defund BTECs, about which we have heard a great deal tonight, will leave many students without a viable pathway at the age of 16. Current estimates suggest that at least 30% of students in England currently studying at level 3 are pursuing a BTEC. Withdrawing support from BTECs could lead to those students studying for a qualification that was not right for them, or dropping out of education altogether.

T-levels are a welcome development, and I hope they will give future generations the technical skills that they need to succeed in their careers, but BTECs do that as well. Creative subjects such as performing arts are among the first courses that fill up in our local college. BTECs are important to those who study for them, and they are also important to Bath. We must not take choice away from students.

School-based Counselling Services

Wera Hobhouse Excerpts

Tuesday 9th November 2021 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

Throughout this debate, we have heard time and again how important early intervention is. It is essential to a person’s proper recovery from a mental illness, and that is specifically true for children and young people suffering from an eating disorder. I speak today as the chair of the all-party parliamentary group on eating disorders to highlight once more the huge problem that eating disorders pose and the big difference that early intervention can make.

Eating disorders have no single cause, but they have the highest mortality rate of all mental health disorders. I say that again: they have the highest mortality rate of all mental health disorders. Recovery lasts, on average, three times as long as the disorder itself. One third of people suffering from an eating disorder get better, one third stay the same—a life sentence in itself—and one third get worse; quite a lot of them, tragically, either die of malnutrition or take their own lives.

All too often, eating disorders can go undiagnosed and untreated. Although they do not discriminate, school-aged children are a particularly vulnerable group; most eating disorders develop during adolescence. According to data from NHS England, the number of children and young people waiting for eating disorder treatment has increased significantly in 2021 compared with previous years. In June, that figure was four times higher than at the same point in 2020. Eating disorders thrive in the shadows, where there is no social contact, and the pandemic has been particularly bad for sufferers from eating disorders.

There is much that we must do to improve outcomes for all with eating disorders. The APPG is looking into research funding, reducing waiting times and improving access to treatment, but the best possible thing we can do is to help children and young people to avoid reaching crisis point in the first place. The first point of contact for many children and young people in the UK is their school. Speaking to a counsellor can help them to cope with the different circumstances they face in their lives, within a familiar setting—yes, sometimes some of the problems our young people face are not so severe, but often they are. School is a daily contact that they have and a setting where they can access counselling.

I am not denying that other centres would be useful too, but surely we need to do more in schools. School staff are ideally placed to spot the early signs of an eating disorder, as well as the potential factors that can lead to the development of one. I have been a secondary school teacher too, and the problem is finding the time in the school day to really go into where a young person has an issue. It is that extra time and extra counselling resource that schools need.

I highlight the excellent work of the eating disorder charity Beat, which supports the APPG and runs training courses aimed at school professionals. Access to support should never be a postcode lottery, but England lags behind the rest of our family of nations, where school counselling services have statutory funding. Research shows that as few as 48% of schools provide on-site access to a counsellor, with a growing divide between affluent and more deprived communities. School counsellors can provide that crucial missing middle between the lower-level intervention traditionally provided in schools and specialist children’s and young people’s mental health services.

Many leading mental health charities have got behind the campaign for a counsellor in every school in England, and I urge the Minister to support that call. Access to counselling should not just be for the schools and families that have the budget to fund this essential provision. I know that every school in Bath is committed not only to our children’s education, but to their wellbeing. They must be given the additional funding that they need to offer sustainable counselling provision as part of the wider mental health support package available to students. I repeat what many Members from across the House have said: this is the biggest issue that school leaders come to us with—they say that when I go into schools to talk to them. They want more mental health support for their young people.

There is no easy solution on the issue of mental health, but we cannot afford to cut corners, especially on the mental wellbeing of children and young people. We need a multifaceted approach that recognises the value of our schools, community services and society as a whole. Let me say again to the Minister: please pay attention to eating disorders, as they have reached epidemic levels and we need to do something about them.

--- Later in debate ---

[Will Quince]

Thank you, Madam Deputy Speaker. In response to the right hon. Gentleman, I am responding to what the Government are doing on the issues that have been raised.

As I mentioned, another important part of the whole school approach is ensuring that all pupils understand how to promote their own mental health and wellbeing. We must ensure that they have the knowledge and confidence to seek additional support when it is needed. That is why we made health education compulsory for pupils receiving primary and secondary education, alongside relationships education in all primary schools, and relationships and sex education in all secondary schools. Through these new subjects, all children will be taught about mental health, including how to recognise and manage any wellbeing issues. We have published a support package for schools to ensure that teachers have the confidence to deliver the subjects, specifically including the content on mental health and wellbeing.

Let me turn to the mental health support teams, which have been referenced by numerous Members across the Chamber. Although schools have an important role to play, teachers are not mental health professionals and they should not be expected to act as such. Where more serious problems occur, schools should expect the pupil and their family to be able to access support from specialist children and young people’s mental health services, voluntary organisations and local GP practices.

[Wera Hobhouse]

I have been encouraged by Madam Deputy Speaker to intervene. The point that Opposition Members are trying to make is that schools need to have in-house support, rather than just signposting to outside support. We would like to hear what the Minister has to say about that.

[Will Quince]

The mental health support teams are exactly that. Let me also respond in passing to the hon. Lady’s point about eating disorders. I am very much alive to that issue, and would be happy to meet her to discuss it at length. It certainly concerns me, as I know it concerns our colleagues at the Department of Health and Social Care.

We mentioned support in schools. The new mental health support teams are really important in this regard. The teams comprise newly-trained education mental health practitioners—an entirely new role—as well as more senior clinicians and therapists. They work alongside provisions such as counselling services to help to ensure that children and young people get the support that they need. They support staff in schools and colleges to develop their whole school approach to mental health and wellbeing, provide early intervention for those experiencing mild to moderate issues, and liaise with external specialist services where additional support is needed, which it sometimes is.

Oral Answers to Questions

Wera Hobhouse Excerpts

Monday 1st November 2021 Commons Chamber

[Nadhim Zahawi]

I certainly share my right hon. Friend’s priorities and ambition. More importantly, if we can make this work, it truly is scalable and can be a model for other parts of the country in our levelling-up agenda.

[Wera Hobhouse (Bath) (LD)]

I, too, welcome the new Secretary of State to his role. The Protect Student Choice campaign warns that many students might struggle to enrol on so large an occupation-specific qualification as T-levels at the age of 16. By withdrawing funding from BTECs, how will the Secretary of State guarantee student choice?

[Nadhim Zahawi]

I thank the hon. Lady for her question. I want to just squash that misrepresentation: we are not withdrawing funding from BTECs. BTECs that are of high quality and are valued will continue, but it is only right that we look at the landscape and see where quality lies and how we can increase the ladders of opportunity, not take them away from people.

Childcare

Wera Hobhouse Excerpts

Monday 13th September 2021 Westminster Hall

[Wera Hobhouse (Bath) (LD)]

Early years staff have worked incredibly hard during the pandemic, sometimes putting their own health at risk to ensure our children are cared for. I thank each and every one of them. However, one of our early years providers in Bath said, “I feel the Government do not value us and do not see our professionalism and dedication to our role.” Too many childcare workers have felt this way throughout the Government’s response to the pandemic. Guidance to them has been ambiguous, and provision of PPE and testing has come far too slow. Recovery funding has focused primarily on school-aged learners.

I secured a debate on early years funding before the summer recess. My message to the Minister is the same now as it was some weeks ago—acknowledge the value of the early years sector and pay what it costs to deliver it. Funding has been a widespread concern long before the pandemic. Research from YMCA suggests that up to 80% of settings cannot deliver childcare at the funding rate provided by their local authority. I take the point that there is underspending in some local authorities, and we need to get to the bottom of that, but the overall funding gap is still too big. Most providers realistically need more than £6 an hour per child just to break even, let alone reinvest in their business. However, the funding rates do not reflect this. In Bath, in north east Somerset, our local council receives £5.59 an hour for two-year-olds, and just £4.48 an hour for children aged three and above. It means providers have to choose between operating at a loss and subsidising the cost of delivery through fee-paying families.

Of the expenses, 70% are staffing costs. If funding continues to increase at a much slower rate than the national living wage, it will become more and more difficult to pay staff properly. In a country where parents pay the second-highest childcare costs in the world, one in 10 childcare workers are officially living in poverty. Affordable childcare is essential to our economic recovery from covid-19, but with childcare costs adding up to about 30% of the average wage, many parents—usually women—will be forced to make difficult decisions about remaining in or returning to work. Should one of the legacies of covid-19 the roll-back of decades of progress on equality for women in the workplace?

This Saturday is International Equal Pay Day. What better time could there be for the Government to commit to a total rethink of childcare funding? And I add my full support to calls for a meaningful review of early years funding, which must include a multi-year funding settlement, simplifying the funding system and making sure that funding follows the child. All allocations of early years funding must consider children with special educational needs and disabilities, across all settings.

Childcare is an investment in our future. It is time that it was treated as such.

--- Later in debate ---

[Vicky Ford]

I thank the hon. Member for her great interest in this subject. We see the number of providers joining and entering the market through the Ofsted register, and we have looked at the providers joining and entering based on areas of deprivation. As I said, those leaving the market are less likely to be providers in disadvantaged areas of the country. Only 12% of those leaving the market were in the most deprived areas.

In the last statistics in March 2021, there were reported to be about 1.3 million places in childcare settings. That has stayed stable over the past five to six years, despite the fact that year on year, for the past few years, we have seen on average a 3% drop in the number of children being born. We have regular contacts with local authorities, and we are not hearing about systemic failures in any local area or about parents not being able to access childcare. They may not be able to get exactly the place or the flexibility they would most like, but there is not a systemic shortage.

High quality childcare, delivered by trained, dedicated staff makes a real difference to children’s outcomes. I include and value childminders when I talk about high quality, dedicated staff.

[Wera Hobhouse]

We have said here a number of times that one in 10 childcare workers lives in poverty. Does the Minister think that is acceptable?

[Vicky Ford]

I think it is extremely important that businesses involved in the childcare sector pay the national minimum wage. The 8p and 6p an hour by which, as I said, we have increased the average early years funding, have been more than enough to meet the increases that have been announced in the national minimum wage. That was certainly true in those 8p and 6p increases that we gave last year.

What is really important is the quality of our childcare. Parents not only want childcare, but they want to know that their children are loved, safe and well educated, so high quality childcare is important. We have achieved so much here. The last time we assessed our five-year-olds, nearly three quarters—three out of four—of our country’s youngest children had achieved a good level of development. That is a massive improvement, because back in 2013 it was only one in two of our children.

I know that there are many questions about funding. My officials are in regular discussions with the Treasury as we prepare for the forthcoming spending review. Throughout the pandemic, the early years sector has been a cornerstone of protecting livelihoods and family life, letting our youngest children enjoy their early education with minimal disruption and helping to secure a positive future for each one of those children. I reiterate my deepest thanks to all those who work in early years.

Early Years Education Funding

Wera Hobhouse Excerpts

Wednesday 21st July 2021 Westminster Hall

[Yvonne Fovargue (in the Chair)]

Hon. Members will be aware that social distancing is no longer in operation, but I remind them that Mr Speaker has encouraged us to wear masks. Please clean your spaces before you use them and before you leave the room.

[Wera Hobhouse (Bath) (LD)]

I beg to move,

That this House has considered early years education funding.

It is a pleasure to serve with you in the Chair, Ms Fovargue.

I begin by saying a big thank you to early years providers for their efforts during the pandemic. Early years leaders and staff have risen to every challenge that the past year and a half has thrown at them. Time and again, they have put their health at risk to ensure that children are cared for and educated. They have truly put the needs of our children first. Each and every one of them, in Bath and throughout the country, deserves not only our thanks but our commitment to addressing the serious shortfall in early years funding.

I am delighted to have secured the debate, and I very much hope that the Minister will take on board the sector’s concerns. All the evidence points to the immense value of early years settings. They are about not only childcare—of course, that is extremely important—but education. The first five years of a child’s life are the most critical in shaping their development. Getting that right gives children the greatest chance of reaching their potential—a greater chance than is given by any other stage of their life.

Early years settings also provide long-term benefits for our economy. They remove barriers to employment and training, particularly for women, and help to close the attainment gap between children from low-income families and their more advantaged peers. Research shows that 40% of the gap in attainment outcomes is evident by the age of five.

Throughout the pandemic, I have been in regular contact with early years providers in my constituency. Far too often, they have felt like an afterthought. I pay tribute to First Steps Bath, which does excellent work in our local community to narrow the attainment gap.

Early years leaders are working hard to ensure that they can provide high-quality care and education. They are up to that challenge, but they need support from the Government. Their message to the Minister today is, “Acknowledge the value of early years education and pay what it costs to deliver it.”

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on initiating the debate. What she has referred to is replicated in my constituency of Strangford. In the past year, the pandemic has highlighted the issue, with many small children being looked after by private babysitters or family members, so I echo and support the hon. Lady’s request for further funding. Does she agree that there is certainly a need for that funding to ensure that adequate childcare and further opportunities for education are in place at a very critical time?

[Wera Hobhouse]

Absolutely—I think everybody in the room is agreed. We have all acknowledged that getting the early years right is right for the child, but is also right for us all, so the issue is to get the balance right. The Government are committed to levelling up, and this issue is part of that levelling-up agenda. It is not just about capital infrastructure projects; it is about getting the long-term funding to address our social inequalities.

Funding continues to be a widespread concern. The survey conducted by the Petitions Committee found that 72% of parents expect that the pandemic will have a major or moderate effect on their settings’ long-term financial sustainability. To this day, not enough progress has been made on delivering educational recovery resources. The majority of support that has already been announced has focused on school learning, and the Government continue to miss a crucial group of learners in early years. What has been the impact of that oversight? A recently published report by the National Day Nurseries Association reveals that nursery closures have increased by 35% in the past financial year, which affects more than 11,000 children’s places. What is more, the highest number of closures happen in the most deprived communities. High-quality early education is by far the single biggest factor in reducing the attainment gap and inequality.

My plea, again, is for the Government to look at levelling up the long-term funding stream for education for the more deprived communities in our country. They must make that an urgent priority, but the shortfall in early years funding existed long before the pandemic. Covid has simply widened the gap between the funding and what it costs to deliver. It has placed even more strain on an already fragile sector. Most providers say that they realistically need more than £6 an hour per child just to break even, let alone to reinvest in their business, and the funding rates simply do not match that. According to YMCA research, 80% of childcare settings cannot deliver childcare at the funding rate provided by their local authority.

In Bath and North East Somerset, our local council receives £5.59 an hour for two-year-olds. For children aged three or above, it receives just £4.48. Far too many settings are choosing between operating at a loss and subsidising the cost of delivery through feepaying families. In the private community, the majority of families access only funded childcare places, so that gap cannot be made up by feepaying families. All too often, there is no choice but for the providers to operate at a loss.

The other key funding challenge facing the early years sector relates to staff. Staffing is one of the biggest expenses that a childcare provider has, and amounts to about 70% of costs. Headteachers in my constituency have shared their concerns about staff retention rates. It is of course right that early years providers are able to pay their staff a proper wage, but they are struggling. Early years leaders are doing their best to acknowledge the efforts of their staff and give pay rises, but funding is not increasing at the same rate as the national living wage. During the past decade, there has been a long-term decrease in the number of people wanting to work in the early years sector. The cost of living in or commuting to Bath is making it more and more difficult for early years staff to work on low wages. More recently, the lack of vaccine priority for childcare staff has left many feeling overlooked and under-appreciated, which is such a shame.

Research from the National Day Nurseries Association suggests that the early years workforce has shrunk again by 2%. It is still making use of the coronavirus job retention scheme, as demand for places has not yet recovered. When it came to recruiting, 90% said that hiring level 3 qualified staff was difficult or very difficult. Even at apprentice level, 52% reported the same challenges.

When I spoke to an early years provider in my constituency earlier this year, I was told:

“Sadly, I feel that the Government do not value early years staff and do not see our professionalism and dedication to our role.”

It cannot be right that that dedicated workforce exists on minimum income while parents have to pay some of the highest childcare costs in Europe. Providers are not making money, and many of them are being forced to close. All that will make childcare more expensive and will create more employment barriers for parents, particularly mothers, and those from the most disadvantaged communities will be the worst affected.

There needs to be a total rethink of early years funding. The recent publication of the much-delayed freedom of information request from the Early Years Alliance confirmed that the Department for Education already knew that funding rates were insufficient. The result has been financial hardship for many providers and increased costs for parents. I hope the Minister will outline in her response what plans the Government have to correct that. I hope she will also outline the assessment she has made of the disproportionate impact on providers working in deprived communities.

The Government say that they understand parents’ concerns about the cost of childcare. I hope, then, that the Government will prioritise the early years sector for investment in the upcoming comprehensive spending review. It is absolutely essential that funding rates meet the costs of delivering high-quality education and care. The Government should go further, however. Will the Minister commit to a catch-up premium of £2,964 per child per year under the 30 hours entitlement? The early years sector has a vital role to play in meeting the needs of our children and supporting parents back into work. The Department must do all that it can to help them in that role.

Early years leaders in my constituency need to plan for the coming years, so they need certainty. Will the Minister commit to a meaningful review of early years funding that includes a multi-year funding settlement? Such a review should look to simplify the funding system so that the uptake of Government-funded places improves and funding follows the child. The review should also ensure that all allocations of early years funding consider the needs of children with special educational needs and disabilities across all settings.

Finally, the review should set out a clear vision for the early years and childcare workforce, which has so consistently put our children’s needs first throughout the pandemic. The review must reiterate the importance of achieving well-qualified, high-status and better-rewarded professionals. A review of that kind has broad cross-party support. It is also supported by the all-party parliamentary group for childcare and early education. I am pleased to see that the chair of that APPG, the hon. Member for Winchester (Steve Brine), is here to comment.

Early year settings and their staff are vital parts of our national infrastructure. They will play a pivotal role in our covid recovery, supporting parents back into work. They will help each child reach their full potential in the critical first five years of development.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Gillian Keegan)]

It is a pleasure to serve under your chairmanship, Ms Fovargue. I congratulate the hon. Member for Bath (Wera Hobhouse) on securing this debate. I am grateful for the opportunity to discuss this important topic, and it is great to be joined by the chair of the APPG on childcare and early education, my hon. Friend the Member for Winchester (Steve Brine).

Nurseries, childminders, teachers and parents have continued to support and educate our youngest children, providing crucial support throughout the pandemic. I would like to put on record our continued appreciation for their hard work. Taking a lead from my hon. Friend, I would also like to put on record our thanks to maintained nurseries in particular. I am a regular visitor to Chichester maintained nursery, which does a fantastic job, and I place on record my thanks to Ruth Campbell and the team at Chichester maintained nursery.

The early years experience is, as Members have said, a vital part of a child’s education, developing the cognitive, social and emotional skills that set them up for life. Evidence shows that high-quality childcare supports children’s development, prepares children for school and, of course, allows parents to balance work and family life. We are doing more than any previous Government to ensure that as many families as possible can access high-quality, affordable childcare. Some 96% of childcare settings in England are now rated “good” or “outstanding” by Ofsted. In 2019, 71.8% of children achieved a good level of development at the end of the early years foundation stage profile. That is where children have met the expected level across a wide range of learning areas, and compares to 51.7% in 2013—quite a remarkable achievement.

The Government invest heavily in high-quality early education. That includes the universal 15 hours of childcare for all three and four-year-olds, plus the additional 15 hours for working parents of three and four-year-olds. That was introduced in 2017 under a Conservative Government. The 15-hour early education entitlement for disadvantaged two-year-olds helps to improve the educational outcomes of disadvantaged children, to give them the best start in life. In fact, we have spent over £3.5 billion a year in each of the past three years on our early education entitlements, and we continue to support families with their childcare costs.

At the spending review last year, the Chancellor announced an extra £44 million for 2021-22, so that local authorities can increase hourly rates paid to childcare providers for the Government’s free childcare entitlement offers. At the same time, we increased the minimum funding floor, meaning that no council can receive less than £4.44 per hour for the three and four-year-old entitlements. To maximise the amount of funding reaching the frontline, we require local authorities to pass on to early years providers at least 95% of the Government funding for three and four-year-olds.

Further, we are varying our approach to funding the early years sector over this financial year to give local authorities and providers better certainty about their funding income. For the spring term 2021, we provided top-up funding for authorities that could demonstrate rising demand for free early education entitlements. For the next three terms, we will fund each authority based on attendance data they provide to us for each term. That will ensure that our funding aligns with attendance, which should provide very welcome reassurance for providers that funding for the entitlements will be commensurate with up-to-date data. The last 18 months have been particularly difficult. Nurseries, carers and parents have demonstrated a heroic effort in supporting the youngest members of our society. That is why we have provided significant support to the early years sector throughout the covid-19 pandemic.

Early years settings have had access to a range of business support packages during the pandemic, including the coronavirus job retention scheme, which is now extended to the end of September 2021. As long as their staff meet the criteria for the scheme, early years providers are still able to furlough them if they experience a drop in income. Findings from the childcare and early years provider and coronavirus survey have shown that in November and December 2020, 74% of the group-based providers had made use of the coronavirus job retention scheme at some point.

Eligible nurseries may also have qualified for business rates discounts to help reduce their bills. Eligible nurseries could get 100% off in the first three months of the 2021-22 tax year, with 66% off for the rest of that tax year. From 6 April, eligible nurseries have been able to access our new recovery loans, which were set out by the Chancellor on 3 March. Those help with access to loans and other types of finance, so that nurseries can recover from the pandemic. There has also been help for childminders, who are usually self-employed. The self-employment income support scheme has also been extended until the end of September 2021.

Our support for the sector goes wider than that. We are reforming our technical education. In September 2020 we introduced new T-levels, which are designed by industry experts and employers to bridge the gap between what they need and what young people can offer them. I am delighted that we have our first cohort of around 650 students now studying the T-level in education and childcare, which includes a large work placement. I thank the sector for its support for T-levels, which will provide a much-needed skills pipeline. Our investment in T-levels will benefit the early years sector.

[Wera Hobhouse]

Does the Minister not recognise that, however good the training is—and of course good, qualified staff are absolutely what our children need and our parents want—the qualification itself is not what brings staff into the sector? They must actually get wages so that they can pay their own bills. Unless we pay them more, we will not get staff into the sector, however good the training and qualifications are.

[Gillian Keegan]

Of course there is a relationship between pay and the work, work-life balance and type of job, but the sector still attracts a lot of young people. There is a lot of demand. In fact, the T-level in education and childcare is the biggest of the three T-levels that we have launched. There is the most demand for it.

In June, we announced £153 million of funding for training for early years staff to support our very youngest children’s learning and development, as part of a wider recovery package. In response to the pandemic, we announced £27 million to support children’s early language development, £17 million of which is to deliver the Nuffield early language intervention, or NELI, which is making a real, positive difference in schools up and down the country.

The Under-Secretary of State for Education, my hon. Friend the Member for Chelmsford (Vicky Ford), recently visited All Saints’ Church of England Primary School in Merton and spoke to staff delivering the NELI programme about the children’s increased confidence with language and communication. That excellent programme is proven to give children the equivalent of around three months of additional progress. Some 40% of primary schools have already signed up, helping 60,000 children in this academic year.

Funding of £10 million will support language development for pre-reception children in the next academic year. Children in reception year will also benefit from the Government’s £650 million catch-up premium for schools, which will ensure that they are supported to make up for any lost teaching time.

Thanks to the financial support provided by the Government, and the hard work of settings to remain open since June 2020, I am pleased to report that we have not seen or heard of a significant number of parents being unable to access the childcare that they need. In fact, the number of places available to parents seeking childcare has remained broadly stable since August 2015. The majority of eligible two, three and four-year-olds have continued to access free childcare, despite the challenges of the pandemic.

Since 2013, more than 1 million two-year-olds who otherwise might not have received any early education have benefited from the childcare entitlement. Ofsted data published on 30 June shows that there were 72,000 childcare providers registered with them on 31 March 2021—a dip of 4%, or 3,300, since 31 August 2020. The data shows that the dip is largely driven by a fall in childminders, not nurseries.

Numbers of childcare settings on non-domestic premises are fairly stable over time, with a drop of just 1% since 31 August 2015 and a decrease of 2%, which is 400, between 31 August 2020 and March 2021. As Members would expect, the Department continues to work with the early years sector to understand how it can best be supported to ensure that sufficient safe, appropriate and affordable childcare is available to all those families who need it now and in the longer term.

I welcome the interest of the hon. Member for Strangford (Jim Shannon), who has now left his place, and all hon. Members who joined this important debate. All the information and data that we collect is valuable because the Government obviously have to consider that in the forthcoming spending review.

Education Recovery

Wera Hobhouse Excerpts

Tuesday 29th June 2021 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

Our country faces a tremendous challenge. How do we recover from covid, not only in terms of our health and wellbeing, but in terms of jobs, our economy and, crucially, our education system?

I welcome the Department’s education recovery fund, which was announced at the beginning of this month, but what the Government have pledged falls far short of what we need to support our already cash-strapped education system. The Education Policy Institute recommends that £13.5 billion is needed to tackle lost learning caused by the pandemic. Let us remember that the recovery fund intended for the whole of the next academic year amounts to only slightly more than the funding given to eat out to help out, a scheme that lasted only a month.

Education is key to our future. It is right that we invest in it, and any covid recovery strategy must recognise the value of further education. My constituency is fortunate to be home to the excellent Bath College. All education settings have faced challenges throughout the pandemic, but it is institutions such as Bath College that I fear will continue to miss out on the funding, attention and respect they deserve. Further education colleges and sixth forms have seen the largest fall in funding of any education sector over the past decade. As providers’ funding is based on previous student numbers, many colleges could face a significant financial challenge should their pupil intake increase.

It is a positive step that the Government have recognised the inadequacy of college funding in the “Skills for Jobs” White Paper, but that recognition must be backed up by long-term, multi-year, simplified funding. The White Paper could go much further and introduce a statutory right to lifelong learning to ensure that young people and mature learners are supported to engage in education.

Despite recent uplifts, further education funding still falls far short compared with university and school funding. For many colleges, that has meant narrowing their curriculum just at a time when we need to skill up more people than ever to enter the workforce.

For adult learners, funding is yet more unpredictable. Total spending on adult skills has fallen by about 45% in the past decade. A recent CBI report suggests that nine in 10 UK employees will have to reskill by 2030 as a result of the pandemic. Clearly, our workforce and our economy must be ready to adapt to a post-covid world, and further education will be crucial to making that happen. Institutions such as Bath College are already showing the innovation to meet that challenge. It has partnered with Bath Spa University and the Institute of Coding to create a programme to support learners to build and develop skills in resilience, problem solving, creativity and communication—all the skills that have already been mentioned during this debate.

Further education is about lifelong learning. I urge the Government to ensure that further education is at the heart of our covid recovery strategy for education. This is not just about catch-up funding, but about a long-term funding settlement for the further education sector.